A Handbook for Student Teachers And Cooperating Teachers · PDF file · 2014-01-17A...

CALIFORNIA STATE UNIVERSITY, STANISLAUS

DEPARTMENT OF TEACHER EDUCATION

Special Education Credential Programs One University Circle

Turlock, CA 95382 Office: (209) 667-3357 – Fax: (209) 667-3358

STUDENT TEACHING

A Handbook for Student Teachers

And

Cooperating Teachers

2 Revised: GD/emv 11.05.12

TABLE OF CONTENTS

I. GENERAL INFORMATION ................................................................................................ 3

A. Eligibility for Student Teaching .................................................................................................. 3 B. Student Teaching with a Cooperating Teacher .......................................................................... 3 C. Students Teaching with an Emergency Permit (Credential) or an Individualized Internship

Certificate ....................................................................................................................................... 3

II. PROFESSIONAL LIABILITY INSURANCE ........................................................................... 4

III. REQUIREMENTS AND RESPONSIBILITIES ................................................................. 4

A. The Student Teacher ........................................................................................................... 4 B. The Student Teaching Placement ........................................................................................ 5

C. Student Teacher Information Sheet and Class Profile ........................................................ 5 D. Attendance and Absences ................................................................................................... 5 E. Scheduling ........................................................................................................................... 5 F. Student Teaching Binder .................................................................................................. 5-6 G. Professional Development Activities .................................................................................. 6 H. Hours ................................................................................................................................... 6 I. Seminar ............................................................................................................................... 6 J. Daily Planner ....................................................................................................................... 7

K. Lesson Plans ........................................................................................................................ 7 L. Candidate Competence ..................................................................................................... 7-8

M. Student Teacher Confers with Cooperating Teacher and/or University Supervisor ........... 8

N. Assignment of Grades ......................................................................................................... 8 O. Withdrawal from Student Teaching .................................................................................... 8 P. Applying for the Preliminary Education Specialist Credential .............................................. 8

IV. RESPONSIBILITIES OF THE COOPOERATING TEACHER AND UNIVERSITY

SUPERVISOR ......................................................................................................................... 9 A. The Cooperating Teacher .................................................................................................... 9

1. Information.................................................................................................................... 9

2. Time and Commitment ................................................................................................. 9

3. Curricular Assistance .................................................................................................... 9

4. Support ..................................................................................................................... 9-10

5. Assessment .................................................................................................................. 10

B. The University Supervisor ................................................................................................ 10

1. Role ............................................................................................................................. 10

2. Observations ............................................................................................................... 10

3. Assessment and Evaluation ......................................................................................... 10

APPENDIX ................................................................................................................................ A-1

Assessment of Student Teaching................................................................................................... A2-A3 Student Teacher Information Sheet ..................................................................................................... A4 Class Profile ........................................................................................................................................ A5 Focused Observation ..................................................................................................................... A6-A7 Observation Forms ........................................................................................................................ A8-A9 Student Teaching Assignments #1 - Behavior Change ........................................................................................................................ A10 #2 - Instructional Sequence and Checklist ................................................................................ A11-A12 #3 - IEP ...................................................................................................................................... A13-A14 University Supervisor's Record Observations and Conferences ....................................................... A15


I. GENERAL INFORMATION

The Special Education Credential Programs at California State University, Stanislaus are

based upon the belief that field experiences afford an opportunity for the student teacher to

utilize research-supported practice in the classroom. Student teaching provides an

opportunity to design and modify instruction, curriculum, and manage learning environments

that meet the learning, academic, and social needs of students with and without disabilities.

To facilitate a successful student teaching experience, cooperating teachers, university

supervisors and student teachers form a team to explore issues of teaching in the elementary

school classroom. Since the supervision of prospective teachers is a complex activity, it is

our hope that this handbook will provide relevant guidelines for the supervision of student

teachers.

If there are problems or questions concerning student teaching, please feel free to contact the

University Supervisor or you can contact the Program Coordinator at (209).667-3681.

A. Eligibility for Student Teaching

Only candidates in good standing who have only student teaching and student teaching

seminar to complete are eligible to enroll in EDSE 4815 or EDSE 4816. Before student

teaching, students must have:

Applied for student teaching by the deadline

Complete all Preliminary Credential Program requirements with a minimum GPA of

3.0; no grade lower than “C” in any course.

Verification of subject matter competency. All student teachers must demonstrate

subject matter competency before enrolling in student teaching. Subject matter

competence can be verified by examination (CSET Multiple Subjects or Singe

Subject) or by subject matter waiver (Single Subject only).

On file, the Certificate of Clearance. Without exception, an individual working in the

schools must be fingerprinted and cleared by the State of California.

B. Student Teaching with a Cooperating Teacher

For students placed with a cooperating teacher, student teaching involves a gradual and

sequential introduction to, and eventual assumption of, the full range of experiences

associated with teaching. The sequence of responsibilities includes: Orientation and

introduction, gradual increase in teaching responsibility, full-time teaching, and gradual

release of teaching responsibility.

Student teachers follow the public school calendar and are in attendance each day and

each hour that other teachers at the site are in attendance. The exception is if the student

teacher must leave to attend the required weekly Student Teaching Seminar.

C. Students Teaching with an Emergency Permit (Credential) or an Individualized

Internship Certificate

Teaching with an emergency permit, waiver, or Individualized Internship Certificate (IIC)

does not count in lieu of student teaching. Persons teaching with emergency permits,

waivers, or IICs must enroll in student teaching. NOTE: Emergency personnel and

interns can use their own classrooms for their special education placement if a minimum

of 5 students are enrolled in the special day class or a minimum of 15 students are on

the caseload of the resource specialist.


II. PROFESSIONAL LIABILITY INSURANCE

The University does not provide professional liability insurance to students. Therefore, it is

the responsibility of the student to obtain the insurance if he/she so wishes. If a school

requires students to carry professional liability insurance before entering into student

teaching, it is the responsibility of the student to obtain the insurance.

The following are some of the sources available for securing professional liability insurance.

Student subscription rates are often available.

• Student California Teachers Association

• American Federation of Teachers

• Council for Exceptional Children

• National Education Association

III. REQUIREMENTS AND RESPONSIBLITIES

A. The Student Teacher

For student teachers placed with a cooperating teacher, teaching responsibilities will be

added gradually. The university supervisor will meet regularly with the student teacher

and the cooperating teacher to determine a schedule designed to integrate the student

teacher gradually into the classroom routine. NOTE: You may NOT be used as a

substitute teacher during student teaching.

With approval from the Special Education Program Coordinator, interns or emergency

personnel may use their own classroom as their student teaching placement. NOTE:

There are a minimum number of students and a minimum number of hours required if

you are using your own classroom. Approval of your advisor or the program coordinator

before your job site can be used to fulfill the student teaching requirement.

It is the responsibility of all student teachers to:

complete duties assigned by the cooperating teacher and/or university supervisor

meet the legal, ethical, and professional standards expected of a special education

teacher

adhere to university and district policies and procedures

recognize that continuation as a student teacher is contingent on satisfactory progress

in the student teaching placement. The cooperating teacher, district, and/or university

can exercise their professional judgment and terminate the assignment of a student

teacher

communicate professionally with school personnel, families, and others with whom

they interact

seek clarification of expectations regarding teaching plans, rules governing student

conduct, record keeping, etc.

submit written input for the midterm and final evaluation reports and participate in

conferences with the cooperating teacher and/or

initiate discussions with the cooperating teacher and/or university supervisor if in

doubt concerning their readiness for, or successful progress in student.


B. The Student Teaching Placement

If you require a placement, contact the program coordinator two months before the

semester begins. As much as possible, the university supervisor will arrange to place you

near your residence. The university supervisor will meet with you and the cooperating

teacher at the placement site before or in the first two weeks of the semester.

C. Student Teacher Information Sheet and Class Profile

By the 2nd

seminar meeting, submit the Student Teacher Information Sheet

(Appendix A3) and Class Profile (Appendix A4) to the University Supervisor. If you

are not the teacher of record, complete questions 5-11 on the Class Profile in

collaboration with your cooperating teacher.

D. Attendance and Absences

1. You are required to maintain the contract hours required of all teachers at the school.

Make sure to allot time to meet with the teacher and prepare for lessons.

2. If you are ill or for other reasons are unable to student teach, immediately inform your

cooperating teacher, the university supervisor, and any other persons designated by

the principal.

3. Notify your university supervisor of your absence on the day of a scheduled

observation.

4. Keep a daily log of the dates and times of your attendance and absences.

E. Scheduling

Keep your university supervisor advised of any changes in your teaching schedule.

F. Student Teaching Binder

1. Maintain a three-ring binder (8-1/2" x 11") with the following tabbed sections:

Student Teacher Information Sheet

Class Profile

Daily Log of Your Attendance (dates and times at the site)

Assessment of Student Teaching Form

Daily Planner

Lesson Plans (sequenced with the most current lesson plan on top)

Cooperating Teacher and University Supervisor observations

Projects

2. Place the binder in a prearranged location in the classroom so that the university

supervisor and cooperating teacher can refer to it.

3. Keep copies of all lesson plans in your binder. Keep the most current lesson plan on

top.

4. Remember to review periodically the competencies evaluated on the Assessment of

Student Teaching form.


5. Always secure the approval of your cooperating teacher prior to presenting a lesson.

6. Your binder provides a written record of your progress. Place all observations of the

university supervisor and the cooperating teacher in your binder.

G. Professional Development Activities

1. Plan professional development activities so that you gain as much knowledge and

experience as possible. For example:

Talk with other special education and general education teachers, school nurse,

psychologist, principal, etc.

Observe selected activities in which the administrators, teachers, children, and

parents participate, e.g., Student Study Teams, IEP meetings.

With permission, attend in-services, staff meetings, parent-teacher conferences

Observe and participate in the school activities, e.g., before and after school

functions, recess, lunch, field trips.

2. Required reading includes:

School policies and procedures

District policies and procedures

Student policies and procedures

School rules

Classroom rules

H. Hours

1. The contract hours of your teacher are your minimum hours. You are expected to

attend school functions (such as open house, class field trips). If these functions

conflict with the Student Teaching Seminar, you should contact the class instructor,

university supervisor, and/or cooperating teacher to resolve the conflict.

2. You must remain at the school during school hours except for field trips or other

school sponsored activities.

3. In addition to the scheduled student teaching seminar, you are required to attend all

meetings called by your university supervisor, cooperating teacher, and/or school site

administrator.

I. Seminar

Seminars are held once a week and you are expected to arrive on time. Please inform

your cooperating teacher of your seminar schedule. Attendance at the seminars is

mandatory. Attendance will be taken and an absence from more than one seminar will

result in a grade of "No Credit.”


J. Daily Planner

The daily planner is a brief overview of the day’s classroom activities while the lesson

plan is a more detailed description of the lessons, goals, and assignments of the day. You

are expected to keep a daily planner during your student teaching placement.

K. Lesson Plans

1. If you are placed with a cooperating teacher, you are required to write a lesson plan

and submit it to the cooperating teacher at least two days prior to its presentation.

All lesson plans may be written and included in your Student Teaching Binder.

Daily lesson plans are the backbone of teaching. Detailed lesson plans are required

until your supervisor determines that you can use an abbreviated form.

All lesson plans must include:

a. Instructional objective(s) for the lesson

b. An introduction or set

c. Instruction (describe the sequence of events which will take place as the lesson is

delivered. Include what you plan to do and say)

d. Supervised practice to ensure students understand instruction

e. Closure

f. Independent practice

g An assessment to determine whether students have met the objective(s)

h. List of materials and media and how they will be used.

Written plans are considered a necessary and vital part of the teacher's performance.

Inadequate planning may account for at least 75% of classroom problems.

2. All student teachers are required to schedule a minimum of two Focused

Observations with their university supervisor, (See Appendix A5-A6). The

observations are “focused” because you are required to complete the “Instruction

Plan” prior to the scheduled observation. Without exception, one of the Focused

Observations must be observed with a rating of “acceptable” or better before the 5th

week of the semester.

L. Candidate Competence

1. Student teachers must demonstrate all the competencies identified on the Assessment

of Student Teaching form before the end of the semester.

2. Individual objectives may be outlined for student teachers. If the university

supervisor identifies objectives for a student teacher, the objectives must be met by

the end of the semester in order to receive credit for the course.

3. In the classroom setting, the student teacher will be observed teaching individual

students, small groups, and large groups in content area instruction appropriate to the

population and the setting. Observations must be evaluated as “acceptable” (3 on a 4-

point scale). The observation forms are included in (Appendix A5-A6).

4. A total of three assignments must be completed with a grade of “B” or better. You

must secure the approval of your supervisor before you implement an assignment.

During implementation, the university supervisor and/or cooperating teacher will


observe the student teacher. Each of the assignments requires a written product.

The deadline and format for each project is described in (Appendix A9-A12).

M. Student Teacher Confers with Cooperating Teacher and/or University Supervisor

1. The student teacher will meet regularly with the cooperating teacher to confirm each

student teacher's progress and plan the lessons for the upcoming week. Interns or

teachers on emergency waivers or permits will receive constructive and written

feedback from the university supervisor.

2. A midterm and final conference will be held with the university supervisor to discuss

the progress of the student teacher.

N. Assignment of Grades

The University supervisor will determine the final grade of the student teacher. The

grade is based on observations, assessments of the cooperating teacher (if applicable), and

completion of seminar requirements. Student teachers must satisfactorily complete all

seminar requirements in order to pass student teaching. The supervisor consults with the

cooperating teacher, seminar instructor(s), and other professionals (e.g., school principal)

involved in the experience. While the University supervisor confers with the cooperating

teacher about the student teacher's work, the cooperating teacher is not expected to grade

the student teacher.

O. Withdrawal from Student Teaching

The student teacher will be subject to removal from student teaching for the remainder of

the semester for:

unprofessional conduct;

uncooperative or disrespectful attitude

ongoing personal difficulties; or

inability to work professionally with exceptional children and youth.

If a change in the student teaching placement seems advisable, the University supervisor

will inform the student teacher and cooperating teacher of this decision immediately. In

case of withdrawal, all parties will be informed and consulted.

P. Applying for the Preliminary Education Specialist Credential

Student teachers can apply for the Preliminary Education Specialist credential once

grades of “CR” are posted in EDSE 4815 or EDSE 4816. Applications are available in

Credential Services, (DBH 303). The Credential Services office is responsible for

evaluating, verifying, and recommending all basic multiple, single subject, and

preliminary education specialist teaching credentials.


IV. RESPONSIBILITIES OF THE COOPERATING TEACHER AND THE

UNIVERSITY SUPERVISOR

A. The Cooperating Teacher

CSU Stanislaus appreciates the professional services of the cooperating teachers who

assist students to entering the profession. The cooperating teacher serves as a

professional model. The success of the student teaching experience depends greatly on

the professional judgment of the cooperating teacher in developing with the student

teacher activities that guide the acquisition of knowledge, skills, and dispositions needed

by competent beginning teachers. To the student teaching experience, the cooperating

teacher provides information; time, support and commitment; curricular assistance;

support; and assessment and evaluation.

1. Information

The cooperating teacher will orient the student teacher to the:

school and the staff

responsibilities and role of the special education teacher at the school

school policies and procedures regarding attendance, discipline, etc.

all appropriate staff development opportunities

availability and use of curricula, instructional media, and other school resources

2. Time and Commitment

The cooperating teacher will:

observe the student teacher during instruction explain clearly the nature and scope

of the student teacher’s duties and responsibilities. In particular, the cooperating

teacher should clarify his/her expectations regarding the writing of formal lesson

plans, the securing and organizing of instructional materials, and the evaluating of

student work.

provide regular feedback conferences

ensure interactions between the student teacher and the cooperating teacher and

other teachers

complete the University Supervisor's Record of Observation and Conferences

(Appendix A14)

3. Curricular Assistance


serve as a resource person to the student teacher, e.g., share teaching materials and

files

assist and advise the student teacher in the development of lessons plans

review all lesson plans of the student teacher

assist in evaluating the student teacher

model instructional and classroom management techniques

4. Support


emphasize support and guidance rather than evaluation


work with the student teacher to solve problems

collaborate with the university supervisor and the student teacher to ensure a

successful student teaching experience.

5. Assessment


consider that the student is a pre-service teacher and consider the student teacher’s

potential for teaching and his or her capacity for growth

meet regularly with the university supervisor and cooperating teacher to report on

the progress of the student teaching and any problems

provide feedback to the student teacher

provide tools and strategies to address any areas of weakness

monitor the attendance of the student teacher

complete the Assessment of Student Teaching, (Appendix A1-A2) form at

midterm and at the end of the semester

B. The University Supervisor

1. Role

The role of the university supervisor is to:

assist the student teacher to realize their full potential by making clear the

expected standard of performance.

provide the student teacher with regular feedback of their progress with emphasis

on strengths as well as areas in need of improvement.

support the professional development of the student teacher

facilitate communication between the cooperating teacher and the student

2. Observations

The university supervisor will:

observe and critique the student teachers in their placements

provide timely and constructive feedback regarding the student teacher’s progress

At a minimum, complete 2 Focused Observation; rate the Classroom

Environment; observe the implementation of the behavior change and

instructional sequence projects.

3. Assessment and Evaluation

The university supervisor will:

confer regularly with the cooperating teacher

approximately midway through the semester, assess the students’ progress

along with the grade assigned to each student teacher, submit the following

information to the Program Coordinator at the end of the semester: Student

Teaching Observation; Assessment of Student Teaching signed by the student

teacher, the cooperating teacher, and/or the university supervisor; and the

University Supervisor's Record of Observation and Conferences form

(Appendix A14).

evaluate the design and implementation of seminar projects

APPENDIX

APPENDIX .......................................................................................................................... A-1

Assessment of Student Teaching ................................................................................ A2-A3

Student Teacher Information Sheet .................................................................................. A4

Class Profile ..................................................................................................................... A5

Focused Observation .................................................................................................. A6-A7

Observation Forms ..................................................................................................... A8-A9

Student Teaching Assignments

#1 - Behavior Change ..................................................................................................... A10

#2 - Instructional Sequence and Checklist ............................................................. A11-A12

#3 - IEP ................................................................................................................... A13-A14

University Supervisor's Record Observations and Conferences .................................... A15

A-1

Revised: GD/emv 11.01.12


Special Education Credential Program

Assessment of Student Teaching

Directions: MIDTERM: Please use a BLUE PEN Date:

FINAL: Please use a RED PEN Date:

Student Teacher's Name: ID#: Cooperating Teacher University Supervisor

Ratings: 4=Proficient 3=Acceptable 2=Needs Improvement 1=Not Acceptable N=Not Observed

A. ORGANIZING AND MANAGING THE CLASSROOM 4 3 2 1 N

1. Promotes a positive learning environment through modeling and communication skills, developing a strong rapport between teacher-student and student-student

2. States expectations clearly and implements an effective management plan 3. Elicits and sustains student motivation and involvement 4. Manages student conduct effectively during individual, small group, and whole class

activities

5. Utilizes a variety of techniques during student transitional activities 6. Actively promotes student self-direction and independence 7. Provides feedback to student regarding their behavior 8. Transitions are efficient; routines established

B. ORGANIZING AND MANAGING THE CLASSROOM 1. Plans lessons to build upon students' previous learning 2. Assesses students before, during, and after instruction 3. Identifies and articulates specific objectives and purposes for learning 4. Plans lessons that accomplish learning outcomes 5. Monitors student performance throughout the lesson 6. Scaffolds instruction 7. Displays sensitivity for students from diverse cultural and language backgrounds

C. DEMONSTRATING SUBJECT MATTER COMPETENCE

1. Displays understanding of subject matter taught (e.g. shows how this knowledge is created, organized, linked to other disciplines, and applied to real-world settings)

2. Selects, adapts, and utilizes content in the textbooks and other resources at various levels of complexity to match students' prerequisite skills

3. Selects and utilizes current knowledge of curricular materials that reflects sensitivity to students’ diverse backgrounds

4. Builds upon the knowledge, skills, abilities and interests students bring to the subject matter to tailor instruction to students

D. DELIVERING INSTRUCTION

1. Tells students what they are to learn during the lesson, how it relates to previous learning, and how it connects to future learning/real-life applications

2. Monitors students to determine if the curriculum/lesson is too easy or too challenging 3. Maintains students' attention during instruction 4. Models and frequently checks for understanding of progress and instructional materials

used

5. Paces lesson well 6. Uses student feedback to alter instruction during the lesson 7. Uses techniques to assist second language learners to comprehend academic material 8. Models appropriate vocabulary /core language usage

E. DIAGNOSING AND EVALUATING STUDENT LEARNING

1. Reflects and evaluates on own teaching in terms of student performance and takes responsibility for student learning

2. Monitors student progress and adjusts instruction to meet individual needs 3. Implements a variety of assessments that demonstrate students' growth in development

levels or subject matter knowledge

4. Modifies instruction for students who do not acquire skills and knowledge during initial lessons, using alternative approaches to assist them in learning

A-2

Revised: GD/emv 11.01.12

Ratings: 4=Proficient 3=Acceptable 2=Needs Improvement 1=Not Acceptable N=Not Observed

F. COLLABORATION AND CONSUTATION 4 3 2 1 N 1. Maintains confidential communication 2. Communicates effectively with school personnel, families, and IEP team members 3. Communicates effectively with families of individuals with exceptional needs 4. Observes, evaluates, and provides feedback to paraprofessionals

G. PROFESSIONAL AND PERSONAL QUALITIES

1. Demonstrates awareness of professional and ethical standards 2. Communicates effectively in school related contexts with professionals and parents 3. Demonstrates openness to supervision and critical assessment of progress 4. Notifies cooperating teacher/university supervisor in advance of absences and makes

appropriate arrangements for classroom activities/instruction during absences

5. Maintains flexibility in planning and implementing instruction 6. Demonstrates initiative and reliability in lesson planning, instruction, and daily classroom

routines

7. Is punctual to student teaching assignment and maintains appropriate hours at the placement site to plan and implement all appropriate teaching tasks

Mid-term comments Final Comments

SIGNATURES

Signature of Cooperating Teacher Date

Signature of University Supervisor Date

I have read this document (Signatures does not indicate agreement or disagreement.)

Signature of Student Teacher DAte

A-3 Revised: GD/emv 11.01.12



Student Teacher Information Sheet and Schedule Student Teacher's Name:

Home Phone:

Home Address:

Email Address:

Student Teaching Assignment

District: Superintendent:

School: Principal:

School Phone Number: School Secretary:

Grade Level: Room Number: Class Designation (SDC, RS, MM, MS)

School Address (street address; town and zip code

Name of Cooperating Teacher:

Contact Phone Number of Cooperating Teacher:

Email Address of Cooperating Teacher

University Supervisor:

Contact Phone Number of University Supervisor:

Email Address of University Supervisor

Binder Location: University Class Schedule (List courses, other than student teaching and seminar, you are enrolled this semester.)

Course Number Course Name Units Meeting date Meeting Time




Class Profile

Date of Observation _____/_____/_____

Student Teacher Observer Name

School Site Cooperating Teacher/LST

Grade Room #/Location

Attach:

1. A seating chart with a list of students for the class to be observed; and 2. A schedule that identifies the time of each activity, the students assigned to various groups or activities; and

the teacher/paraprofessional assignments. Please attach a seating chart with a list of students for the class to be observed.

1. How many students are enrolled in your class? 2. What is age range of the students? What is the grade level of the students? 3. How many students are in English Language Learners? 4. How many of the following exceptionalities are placed in your classroom: blind or visually impaired; deaf or

hearing impaired; emotionally disturbed; learning disabled; orthopedic ally or physically handicapped; mentally retarded; autistic, deaf-blind; multiply disabled; other health impaired?

Answer Questions 5-10 in Detail.

5. How do you become familiar with what your students already know in terms of skills they bring to the classroom?

6. How do you communicate with parents or guardian of students in this class? For what purpose(s) do you

communicate with parents? 7. If you are resource specialist, how do you monitor the progress of your classroom? 8. What are the most important classroom procedures, rules, and expectations for student behavior that will

be in operation during the observed lesson (e.g., collecting papers, reviewing homework, safety precautions)? 9. Are there any special circumstances the observer should be aware of in order to understand what will occur

during the scheduled observation (e.g., school-wide routines or policies, interruptions, behavior patterns of studies)? If so, please explain.

10. Provide a general description of the students' physical, social, and/or emotional development that may influence

instruction.



Special Education Credential Program Focused Observation

Directions: Interns/student teachers will complete a minimum of two focused class (i.e., lesson) observations during a fourteen-week semester. This will involve the student teacher and university supervisor completing the following process: Step 1: Student teacher and supervisor confer and agree on a date for a lesson observation. Step 2: Student teacher completes the "Observation Class Profile Form" and submits it to the university

supervisor prior to the observation date. Step 3: Student teacher completes the "Instruction Plan". Step 4: Student teacher implements the lesson while the supervisor observes. Step 5: Student teacher completes the "Reflection” form. Step 6: Student teacher meets with the supervisor.

PREPARING FOR THE OBSERVATION

Before the scheduled observation: (a) Sketch of the arrangement of the instructional space for this lesson; and b. Complete the Instruction Plan before the observation; turn in the Instruction Plan to your University supervisor and/or cooperating teacher; schedule the observation; implement the lesson; and answer the Reflection questions.

I. INSTRUCTION PLAN

1. LEARNING GOALS/OBJECTIVES 1.1 What are your goals for the students in this lesson? What specifically do you expect students to know or

be able to do as a result of the lesson? 1.2 How does the content of the lesson connect to the content of previous and subsequent lessons? 1.3 List the state-adopted content standards for students this lesson will address: 2. STUDENT GROUPING 2.1 Hos did you group students for instruction? 2.2 What specific information/data did you use to establish this grouping? 3. DEVELOPING THE LESSON 3.1 Individualization In all your planning, how have you addressed the needs of this particular group of students: (Consider

gender, culture, language proficiency, exceptionalities, parental concerns, skill level, individual preferences, etc.)

3.2 Procedure and Activities Describe in detail how you will teach this lesson. What activities have you planned? How much time

will you allocate to each activity? 3.3 Materials What instructional materials will you use, if any? Why have you chosen these materials? 3.4 Evaluation What evidence will you collect during and at the end of the lesson that will show the extent to which

students have made progress toward the learning goal? (Attach recording sheet) 3.5 What specific information/data did you use in the selection of this procedure? 4. WRITING THE LESSON PLAN 4.1 Prepare your lesson plan. Follow the format in 10.2 of this Handbook

5. IMPLENENTING THE LESSON 5.1 Implement the lesson as planned. 5.2 Record data to evaluate the progress of your students.

II. REFLECTION 1.1 To WHAT EXTENT DID STUDENTS MAKE PROGRESS TOWARD THE LEARNING GOALS?

Cite specific examples from evidence of student learining you collected 1.2 How well did the lesson connect with students’ background knowledge? Cite specific examples


2. STUDENT GROUPING 2.1 How would you group students for similar instruction in the future? Why? 3. DESIGNING THE LESSON 3.1 How do you know your teaching was effective? How do you know? 3.2 In what ways were your activities effective? How do you know? 3.3 In what ways were your materials effective? 3.4 Did all students participate actively and equally during the lesson? 3.5. How will you use the information from the evaluation to plan future instruction? 4. IMPLEMENTING THE LESSON 4.1. Did you depart from anything you planned for today? If no, why not? 4.2. What accounted for the performance of the student or the group? What will you do for the students who

did not achieve the learning goals? 4.3. Add any other comments, reactions, or questions about the lesson. For example, is anything that you felt

particularly good, frustrated, or confused about?



Special Education Credential Program Observation Form

Teacher: Date: Time:

Supervisor:

Target(s) for Follow-up Observation or Seminar:

Overall Rating of the Lesson: 1 = Not Acceptable 2 = Needs Improvement 3 = Acceptable 4 = Proficient N = Not Observed

Description/Observation Comments



Special Education Credential Program Observation Form

Teacher: Date: Time: Supervisor: TARGET(S) FOR THE NEXT OBSERVATION:

Rating Scale: 1 = Not Acceptable 2 = Needs Improvement 3 = Acceptable 4 = Proficient

N = Not Observed

Instruction Used appropriate instructional sequences; starting place based on assessment Used clear instructional formats Lesson plan included instruction, probe, and practice elements Used examples for instruction and practice Prompting/Modeling Prompted/Modeled desired responses Used procedures appropriate to student(s) and objective(s) Reviewing/Firming Reviewed skills/knowledge to ensure student responses were firm Used examples/practice to ensure mastery and subsequent retention of skill Feedback/Correction Provided positive feedback for correct academic responses Provided specific feedback on responses Used consistent correction procedures for errors Provided adequate practice on errors to ensure mastery Consistently monitored individual group performance Pacing/Transitions Used clear directives for student responses Made quick transitions between tasks Maintained a quick pace within tasks Management Maintained a high degree of student-teacher interaction related to lesson objective; Actively engaged students in lesson Student attention maintained Provided feedback on appropriate behavior Maintained control throughout the lesson COMMENTS: ___



Assignment 1: Behavior Change

The Behavior Change requires the student teacher to design a program for one student in an academic or

nonacademic area. You must document that a problem exists and that the problem is one that is important in the

educational program of the child. 1. Rationale: Evidence that the individual’s instructional level determined, prerequisite skills identified,

curriculum analyzed as potential source of the problem a. describe the student (e.g., age and grade, special education placement, present level of performance in

academic and nonacademic areas, strengths and deficits) b. state how the student’s disability affects his or her progress c. describe the problem behavior d. provide data and relevant information on the problem behavior (e.g., previous attempts to solve the

problem). e. state the outcome you wish to achieve.

NOTE: A written proposal must be submitted to your University supervisor. Proceed to step 2 only if you have

approval from your University supervisor.

2. Develop Assessment Instrument

a. operationally define the target behavior. b. describe your data collection method c. describe when and how the data will be recorded. NOTE: Proceed to step 3 only if you have approval from your University supervisor. 3. Assess the Student a. report the baseline data you collected b. based on the data you collected, develop a hypothesis 4. Develop goal

a. specify instructional objective and mastery criterion b. provide evidence that goals appropriate to skill levels of the students

5. Design the Intervention

a. provide evidence that methods, strategies and materials matched to skill level of the student b. lesson plan that clearly specifies the intervention c. lesson plan includes prompts and/or models of desired responses d. lesson plan included procedures to review and/or firm skills related to the lesson e. lesson plan stated how teacher will monitor student performance; guided practice; how instruction will be

modified or changed based on student performance. f. lesson plan specified procedures used if there are repeated errors

6. Implement a. implement the program for a minimum of 15 instructional days b. evidence that student teacher systematically analyzes errors and data used to make instructional decisions. 7. Results

a. report data b. summarize, in narrative form, the results c. graph data.

8. Reflection a. Discuss why your intervention was successful or unsuccessful. b. Indicate what you would do similarly or differently.


Special Education Credential Program Assignment 2: Instructional Sequence

Each student teacher must complete develop an instructional sequence for a group of students. The project must be implemented for a minimum of 15 days. The university supervisor and/or the cooperating teacher must approve the project before it is implemented. The university supervisor must evaluate the implementation of the project. The instructional sequence must be sequenced and carefully planned to target an area of documented need. Include

the following information in your written report.

I. Initial Assessment: Develop a criterion-referenced test for the area you targeted. Before you design the project,

the cooperating teacher and university supervisor must approve the topic/area and the CRT. After the

assessment, analyze the data and identify the instructional objectives.

II. Instructional Sequence: Prepare lessons to address the instructional goals that were specified. For each

objective, prepare detailed lesson plans or formats. Clearly specify the examples, wording, mastery criteria,

and correction procedures.

III. Data Collection Procedures: Specify how student progress will be monitored. Collect data/information on a

regular basis.

IV. Implementation: The project must be approved prior to implementation. To receive credit for the project,

lessons must be delivered effectively and efficiently (e.g., lesson appropriate for objectives, presentation clear,

behaviors managed).

V. Results. Report student scores on the post-test, graph the data (pre- and post-test) and

VI. Evaluation and Discussion. Evaluate the strengths and weaknesses of the project.


Sequence Checklist: The purpose of this checklist is to provide a list of the basic components of the project and a number of desired characteristics. It also provides a basis for feedback on the assignment. The feedback will be in the form of comments and suggestions on the individual parts of the project. If you need clarification or additional information, please make an appointment to see me.

STATEMENT AND POPULATION Meets

Criteria Comments

• Identification of subject/content area

• Statement of specific topic

• Target population

• Educational/instructional level of students

• Number of students

• Prerequisite skills

• Time per meeting

• Number of class meetings

• Topic appropriate for 3-week period

OBJECTIVE - REFERENCED TEST

• Items keyed to objectives

• Directions clear and precise

• Sufficient number of test items

• Not identical to objectives

INSTRUCTIONAL OBJECTIVES

• Stated in terms of student behavior

• Observable and measurable

• Clear and concise

• Appropriate criteria specified

• Levels of objectives identified

• Objectives sequenced from lower to higher and building on one another

• Adequate number of objectives for topic

• Objectives appropriate for population

INSTRUCTION and MATERIALS

• Instruction and materials directly related to instructional objectives

• Instruction and materials addressed all topic areas

• Instruction and materials keyed to objectives

• Instruction appropriate for population

• Instruction provides sufficient practice (active responding/ feedback)

• No gaps in instructional sequence

• Good use of prompts

• Good application of characteristics of effective teaching

DATA COLLECTION

• Data collected before, during, and following implementation

• Evidence that data used to make instructional decisions

• Data recorded and graphed

• Data used to evaluate the effectiveness and efficiency of the project



Assignment 3: IEP

The IEP process is the centerpiece and the heart and soul of IDEA. It is the procedure for devising the free and

appropriate public education to which every eligible child with a disability and needs special education is entitled.

In Better IEPs, Bateman and Linden provide information to develop IEPs that are both legally correct and

educationally useful. This student teaching assignment requires you to develop an IEP and evaluate the IEP

process at your school. This assignment should be written in narrative form and you answers to the questions

below must include citations from the Bateman and Linden text.

I. The IEP Process in Practice

A. The Student

Assign a fictitious name to the student.

B. The IEP Meeting

Attend an initial, triennial, or annual IEP meeting.

Who were the participants? Which general education teachers attended the IEP meeting? Who was the

district representative?

When and where was the meeting held?

To what extent were parents involved in the determination of the IEP meeting time, date, and place?

How long was the IEP meeting?

Was it a complex or disputed IEP? Why or why not.

When did the parent obtain a copy of the IEP?

If this were an initial IEP, what information was gathered and discussed to determine whether the child has

one of the disabilities defined in IDEA?

C. The Development of the IEP

Describe how the IEP was developed?

What are the student’s unique characteristics or needs that require individualization? Whose observations

and what tests and assessments were considered in the development of the IEP?

What special education, related services, and modifications did the district provide to address all of the

student’s unique needs? Who was involved and what information was considered when determining the

instructional and statewide assessment modifications the student required?

Are the annual goals and objectives written so they evaluate the effectiveness of the services and

modifications are appropriate and effective? Remember, writing goals and objectives begins with asking,

“if the service we are providing is effective, what will we see in the student’s behavior that tells us so?”

Was there a transition component to the IEP? Did the IEP team reach agreement about the individual

student’s needs with regard to instruction, community experiences, and employment and other post school

living objectives?

In the development of the IEP were the student’s interests and preferences discussed. Were the parent’s

concerns discussed?

How much discussion was there about the placement of the student?


II. The IEP

Using the forms used in your district, develop a “legal and useful “ IEP for the student. Be sure to attach of copy of the IEP with your narrative report. In addition of information and data in the student’s cumulative file, the IEP you develop must be based on assessments you administered and your observations. For teachers in the classroom, the IEP must be one that you developed this semester.

III. Evaluate the IEP

To what extent is the IEP developed at your school site legally correct and educationally useful. Your discussion must include, but is not limited to, role of the parent and decision-making related to the 3 components of the IEP process evaluation and identification, program, and placement. Be sure to refer to Bateman and Linden.




UNIVERSITY SUPERVISOR'S RECORD OF OBSERVATIONS AND CONFERENCES

Student Teacher University Supervisor:

Cooperating Teacher Principal

Semester/Year ` Grade School

District

School

Date

Contact with

Whom*

Type of Contact

Comments Conference Observation Project Observations

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Total Number of Contacts with Student Teacher: Total Number of Formal Observations:


A Handbook for Student Teachers And Cooperating Teachers · PDF file · 2014-01-17A...

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